An Analysis of Moral Education

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Abstract

My S.I.P. is an analysis of the distinction of moral and
skill education.
Methodologically, I have analyzed three writers, Kant in
the monograph Education, Dewey in his lectures on Experience
and Education, and Illich in his book Deschooling Society,
with the intention of showing that three concepts, i.e., student,
teacher, and freedom, are not of a basically consistent
nature in the work of each writer. Since the distinction of
moral and skill education requires clarity on these concepts,
I have analyzed each writer as regards them and related them
to one another. This work comprises Part I.
In Part II I analyzed Lessinger's idea of accountability
as a description of skill education as presented in Every Kia
a Winner. The basis of my presentation of moral education
was Frankena's Philosophy of Moral Education. The responsibility
continuum, a system of student-teacher-society relations
which exists in skill education instances brought about
a distinction of indoctrination and education which served to
indicate some differences of moral and skill education. To
elucidate the nature of indoctrination I used the criteria of
Snook's Indoctrination and Education and Scheffler's article
on Educational Models. The differing nature of moral and
skill responsibilities vis a vis student teacher and society
shows the responsibility continuum to have an obverse continuum
of freedoms and rights.
In "Part III I proposed a moral education concept and
illustrated how these freedoms obtain. I analyzed the concept
per Frankena's A Model for "Analyzing a Philosophy of
Moral Education as an afterword.